- Introduction: Philosophy of Education and Philosophy
- The Epistemic Aims of Education
- Moral and Political Aims of Education
- Tagore, Dewey, and the Imminent Demise of Liberal Education
- Thinking, Reasoning, and Education
- Why Fallibility Has Not Mattered and How It Could
- Educating for Authenticity: The Paradox of Moral Education Revisited
- The Development of Rationality
- Philosophy and Developmental Psychology: Outgrowing the Deficit Conception of Childhood
- Socratic Teaching and Socratic Method
- Educating the Practical Imagination: A Prolegomena
- Caring, Empathy, and Moral Education
- Kantian Moral Maturity and the Cultivation of Character
- The Persistence of Moral Skepticism and the Limits of Moral Education
- Values Education
- Curriculum and the Value of Knowledge
- Education, Democracy, and Capitalism
- Art and Education
- Science Education, Religious Toleration, and Liberal Neutrality toward the Good
- Constructivisms, Scientific Methods, and Reflective Judgment in Science Education
- Empirical Educational Research: Charting Philosophical Disagreements in an Undisciplined Field
- Educating for Individual Freedom and Democratic Citizenship: In Unity and Diversity There Is Strength
- Mapping Multicultural Education
- Educational Authority and the Interests of Children
- Pragmatist Philosophy of Education
- Feminist Philosophy and Education
- Postmodernism and Education
Abstract and Keywords
This article explores the concept of educating for authenticity. It outlines the debate on free will to show how the main problems in the metaphysics of free will essentially connect with key issues in the philosophy of education. It examines Richard S. Peters' attempt to deal with the puzzle of naturalized self-creation in real time and Robert Noggle's contemporary attempt to resolve the paradox of self-creation. It offers a forward-looking account of educating for authenticity.
Stefaan E. Cuypers is Professor of Philosophy at the Catholic University of Leuven, Belgium. He works in philosophy of mind and action, epistemology, and philosophy of education. He is the author of Self‐Identity and Personal Autonomy (2001) and, together with Ishtiyaque Haji, Moral Responsibility, Authenticity, and Education (2008).
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